Erken Okuryazarlık Becerilerinin Ev Ortamında Desteklenmesine İlişkin Çalışmaların İncelenmesi

Year 2018, Volume: 38 Issue: 1, 101 - 135, 24.04.2018

Elçin Yazıcı Adalet Kandır

Abstract

Araştırma erken okuryazarlık becerilerinin ev ortamında
desteklenmesine ilişkin çalışmaların incelenmesi amacıyla yapılmıştır.
Araştırma verilerinin toplanmasında nitel araştırma yöntemlerinden doküman
incelemesi kullanılmıştır. Doküman incelemesi yöntemiyle ilgili alan yazın
değerlendirmesi yapılarak, erken okuryazarlık becerilerinin ev ortamında
desteklenmesi ile ilgili yurt içi ve yurt dışı bilimsel nitelik taşıyan 2016 ve
sonrası doktora tez çalışmaları, doküman olarak kabul edilmiştir. Araştırma
kapsamına alınan tez çalışmaları analiz edildiğinde, erken okuryazarlık
becerilerinin ev ortamında desteklenmesi “ebeveyn aktif katılımı ve ebeveyn
modellemesi” başlıkları altında incelenmiştir.  Araştırmada “ebeveyn aktif katılımı” boyutuna
göre çalışmaların ebeveyn eğitimini ve katılımını destekleyici özellikte
programlarla gerçekleştirildiği, aktif katılımın sağlanmasında daha çok
etkileşimli kitap okuma unsurunun etkileri üzerinde durulduğu,  aktif katılımın okuryazarlık becerilerinden
özellikle sözel dil becerileriyle arasındaki ilişkiye değinildiği ve bu boyutta
etkinliklerin çoğunlukla annelerle gerçekleştirildiği görülmüştür. “Ebeveyn
modellemesi” boyutuna göre ise çalışmaların ebeveyn kaynaklı değişkenlerden
daha çok sosyo-ekonomik düzey, kültür ve inanç unsurları üzerinde durulduğu
görülmüştür. Ayrıca araştırma
kapsamındaki doktora tezlerinin yurt içi ve yurt dışında olma durumu, tezlerde kullanılan
yönteme ve temalara göre dağılımında
kullanılan betimsel istatistikler incelendiğinde; konunun amacı doğrultusunda
yapılan çalışmaların yurt içine göre yurt dışında daha fazla olduğu; bütün
çalışmaların 2016 yılına ait olduğu; genellikle nicel, nitel ve karma
yöntemlere çalışmalarda yer verilmekle birlikte daha çok nicel yöntemin
ağırlıkta olduğu; temalara göre ise çalışmaların büyük çoğunluğunun ebeveyn
aktif katılım boyunda yer aldığı görülmüştür.

Keywords

Erken okuryazarlık, ev ortamı

References

• Adame-Hernandez, C. (2014). Exploring the underlying f actor structure of the home literacy environment (HLE) in a Spanish translation of the familia inventory. Unpublished Doctoral Thesis, Texas A&M University, United States.
• Akyüz, E. (2016). Okul öncesi dönem çocuklarının kendiliğinden ortaya çıkan okuryazarlık becerilerinin gelişimi ve ev okuryazarlık ortamı ile ilişkisi. Yayınlanmamış Doktora Tezi, Hacettepe Üniversitesi, Ankara
• Altun, D. (2016). Okul öncesi dönem erken okuryazarlık becerilerinin ev ve sınıf okuryazarlık ortamları ile olan ilişkinin çok düzeyli analizi. Yayınlanmamış Doktora Tezi, Orta Doğu Teknik Üniversitesi, Ankara
• Baroody, A. E. & Diamond, K. E. (2012). Links among home literacy environment, literacy interest, and emergent literacy skills in preschoolers at risk for reading difficulties. Topics in Early Childhood Special Education, 32(2), 78–87. Doi: 10.1177/0271121410392803.
• Batz Herrera, S. R. (2016). Effects of Epals on Latıno/Hispanic mother-child interactions and shared book reading. Unpublished Doctoral Thesis, University of Oregon, Eugene, United States.
• Benishek, J. (2016). Fathers and Literacy: How middle class fathers use dialogue with their children to impact literacy and language experiences and identities. Unpublished Doctoral Thesis, Cardinal Stritch University, Milwaukee, Wisconsin.
• Bennett, F. J. (2016). A qualitative action research study of North Carolina head start parent involvement and at-risk preschool early literacy experiences. Unpublished Doctoral Thesis, Northcentral University, Scottsdale, United States.
• Brooks-Gunn, J.& Markman, L. B. (2005). The contribution of parenting to ethnic and racial gaps in school readiness. The Future of Children, 15(1), 139-168.
• Burgess, S. R., Hecht, S. A. & Lonigan, C. J. (2002). Relations of home literacy environment (HLE) to the development of reading-related abilities: A one-year longitudinal study, Reading Research Quarterly, 37, 408–427.
• Burgess, S. (2005) The preschool home literacy environment provided by teenage mothers. Early Child Development and Care, 175(3), 249-258. Doi: 10.1080/0300443042000266303.
• Burns, M. (2016). Influence of tablet technology on family literacy learning: perspectives of parents and caregivers. Unpublished Doctoral Thesis, Lamar University, Beaumont, United States.
• Büyüköztürk, Ş., Çakmak, E.K., Akgün, Ö.E., Karadeniz, Ş. & Demirel, F. (2009). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi Yayıncılık. Cassel, R. (2011). Home literacy factors affecting emergent literacy skills. Unpublished Doctoral Thesis, Nova Southeastern University, Fort Lauderdale, United States.
• Cossa, N. L. (2016). Parents’ understandings of young children’s symbolic representation. Unpublished Doctoral Thesis, George Mason University, Fairfax, VA.
• De Jong, P. F. & Leseman, P. P. M. (2001). Lasting effects of home literacy on reading achievement in school. Journal of School Psychology, 39(5), 389-414.
• Eggleston, C. (2016). Maternal language use during the shared reading experiences of mothers and their infant children using a traditional print and e-book. Unpublished Doctoral Thesis, State University of New York, USA.
• Farver, J. M., Xu, Y., Eppe, S. & Lonigan, C. J. (2006). Home environments and young Latino children's school readiness. Early Childhood Research Quarterly, 21, 196-212.
• Hart,S. A., Petrill,S. A., DeThorne, L. S., Deater-Deckard, K., Thompson, L. A., Schatschneider, C. & Cutting, L. E. (2009). Environmental influences on the longitudinal covariance of expressive vocabulary: measuring the home literacy environment in a genetically sensitive design. Journal of Child Psychology and Psychiatry. 50(8), 911–919. Doi:10.1111/j.1469-7610.2009.02074.x.
• Hynes, R. M. (2010). Contribution of the home environment to preschool children’s emergent literacy skills. Unpublished Doctoral Thesis, Texas A&M University, United States.
• Irish, C. K. (2016). Dialogic reading in the home environment: a multiple case study of six families. Unpublished Doctoral Thesis, George Mason University Fairfax, VA.
• Karataş, Z. (2015). Sosyal bilimlerde nitel araştırma yöntemleri. Manevi Temelli Sosyal Hizmet Araştırmaları Dergisi, 1(1), 62-80.
• Kesoglou, M. (2016). Parents’ perspectives on reading development of preschool children. Unpublished Doctoral Thesis, Grand Canyon University, Phoenix, Arizona.
• Li, L. & Tan, C. L. (2016). Home literacy environment and its influence on Singaporean children’s Chinese oral and written language abilities. Early Childhood Educ J, 44, 381–387. Doi: 10.1007/s10643-015-0723-4.
• Malin, J. L. (2016). Home literacy activities ın Latino immigrant families: contributions to toddlers’ expressive and receptive language skills. Unpublished Doctoral Thesis, University of Maryland, College Park, Maryland, United States.
• Miller, C. L. (2016). Elements of process quality within a preschool’s language and early literacy environment: The influence on children’s pre-reading and writing performance in the beginning of kindergarten. Unpublished Doctoral Thesis, Indiana University of Pennsylvania, United States.
• Moss, K. M. (2016). The connections between family characteristics, parent-child engagement, interactive readıng behaviors, and preschoolers’ emergent literacy. Unpublished Doctoral Thesis, Alfred University, Alfred, New York.
• Neumann, M. M., Hood, M. & Neumann, D. L. (2009). The scaffolding of emergent literacy skills in the home environment: a case study. Early Childhood Educ J, 36, 313–319. Doi: 10.1007/s10643-008-0291-y.
• O’Connor, E. (2013). The effects of the home environment on early literacy skills. Unpublished Master Thesis, Laurentian University Sudbury, Ontario.
• Onorato, P. G. (2016). Investigating the effects of a parent-mediated intervention on Latino parent-child verbal interaction and children’s receptive vocabulary. Unpublished Doctoral Thesis, Virginia Commonwealth University, Richmond, Virginia.
• Palermo, L. E. (2016). Parent education and involvement program as a support for Hispanic immigrant preschool parents. Unpublished Doctoral Thesis, Northern Illinois University, DeKalb, United States.
• Phillips, B .M. & Lonigan, C. J. (2009). Variations in the home literacy environment of preschool children: a cluster analytic approach. Scientific Studies of Reading, 13(2), 146–174. Doi: 10.1080/10888430902769533.
• Reinhardt, V. P. (2016). Early social communication predictors of preschool emergent literacy skills in toddlers 18-24 months of age. Unpublished Doctoral Thesis, Florida State University, Tallahassee, United States.
• Robinson, E. E. (2016). Home-based parent involvement and its relationship to basic early literacy skills in kindergarten. Unpublished Doctoral Thesis, Indiana University of Pennsylvania, Indiana, United States.
• Rodriguez, E. T. & Tamis-LeMonda, C. S. (2011). Trajectories of the home learning environment across the first 5 years: associations with children’s vocabulary and literacy skills at prekindergarten. Child Development, 82(4), 1058–1075.
• Rowe, T. (2016). The effect of prosody on preschool children’s emotional, cognitive, behavioral-eye, and behavioral-body engagement during story time. Unpublished Doctoral Thesis, Logan, Utah.
• Scott, J. (1990). A Matter of Record. Cambridge: Polity Press.
• Senechal, M. & LeFevre, J. (2002). Parental involvement in the development of children’s reading skill: A five-year longitudinal study. Child Development, 73, 445–460.
• Simek (2014). Effects of a parent-delivered shared reading intervention on preschoolers’ vocabulary acquisition. Unpublished Doctoral Thesis, Texas A&M University, United States.
• Steensel, R. V. (2006). Relations between socio-cultural factors, the home literacy environment and children’s literacy development in the first years of primary education. Journal of Research in Reading,29(4), 367-382.
• Storch, S.A. & Whitehurst, G.J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38, 934-947.
• Wang, H. (2014). Home literacy environment, the quality of mother-child book reading interactions, and Taiwanese children’s early literacy development. Unpublished Doctoral Thesis, Syracuse University, New York, United States.
• White, T. E. (2016). A quantitative study examining the relationship between demographic factors and parent involvement in early literacy practices. Unpublished Doctoral Thesis, Northcentral University, Prescott Valley, Arizona.
• Yarosz, D. J. & Barnett, W. S. (2001). Who reads to young children?: Identifying predictors of family reading activities. Reading Psychology, 22(1), 67-81, Doi: 10.1080/02702710121153.
• Yeo, L. S., OnG, W. W. & Ng, C. M. (2014) The home literacy environment and preschool children's reading skills and interest. Early Education and Development, 25(6), 791-814, Doi: 10.1080/10409289.2014.862147.
• Yıldırım, A. ve Şimşek, H. (2011). Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.
• Xia, Q. (2016). Heritage language maintenance and biliteracy development for immigrants’ children: a study of Chinese immigrants’ family language policy and biliteracy practices. Unpublished Doctoral Thesis, University of Maryland, College Park, Maryland, United States.
• Zhang, D. & Koda, K. (2011) Home literacy environment and word knowledge development: a study of young learners of chinese as a heritage language. Bilingual Research Journal: The Journal of the National Association for Bilingual Education, 34(1), 4-18. Doi:10.1080/15235882.2011.568591.